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1.
In a globalising world, international mobility in higher education is an important phenomenon for students and higher education institutions. It is therefore essential to understand the factors that determine international students' satisfaction with higher education institutions that serve as hosts. Through research of an exploratory, quantitative nature, this study presents results from a survey among 289 incoming international students in two universities in Germany and Portugal. Our findings show that the factor we define as educational experience was an important determinant of student satisfaction. Furthermore, the appraisal of academic reputation is dependent on the university. We conclude that satisfaction with academic factors is more important for international students than satisfaction with non-academic aspects. 相似文献
2.
Fumei Weng France Cheong Christopher Cheong 《Education and Information Technologies》2010,15(4):333-353
The purpose of this study is to examine the combined effect of self-efficacy and academic integration on higher education
students studying IT (Information Technology) majors in Taiwan. We introduced self-efficacy, which is a psychological factor
that affects students’ academic outcomes, as a new factor in Tinto’ theory, a well-known framework in student retention research.
Academic integration is the main proposition of Tinto’s theory affecting students’ decision to dropout. Students from different
populations have various reasons from dropping out of their studies. An examination of the relationship between self-efficacy
and academic integration is useful to understand the effect of self-efficacy on academic outcomes on the IT student population
in Taiwan. Data from a Taiwanese national survey database conducted in 2005 was used to achieve the research objective. A
total of 2,895 records were extracted from 75,084 students in public and private institutions studying in two IT-related Majors,
namely Information Management (IM) and Computer Science (CS). MANOVA was used to analyze the interaction effects between academic
integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that
students from public institutions have higher levels of self-efficacy than students from private ones. Another finding is
that IM students seem to have better study strategies and habits than CS students. However, CS students were found to have
better collaboration and satisfaction with their institutions than IM students. Team projects, counselling services, and flexible
teaching and learning strategy are suggested to enhance students’ academic integration and self-efficacy. 相似文献
3.
Through increased international student tuition revenue, internationalization provides public Canadian higher education institutions opportunities to offset the effects of stagnant provincial operating grants or earmarked governmental allocations. Pathway colleges, institutions that are either operated by host institutions or as private corporations, offer international students alternative routes to bachelor’s degrees, pathways that are intended for students who do not meet the entrance criteria of Canada’s public sector universities. While beneficial for some students, our analysis shows that pathway colleges tilt the public university towards an academic model that eschews collegial governance structures, privileges a consumerist vision of education, and relies on contract and precarious academic labor.We presenta typology of pathway colleges, providing examples of this trend across Canada. Our study examines the potential increase of human vulnerability that these colleges both produce and rely upon for staff and student recruitment.
相似文献4.
Vera Sheridan 《Higher Education》2011,62(2):129-140
This qualitative study examines the interplay between academic staff and international students with regard to developing
academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation
that students will conform to institutional norms or habitus. In this context international students arrive with cultural
capital which may not fit such norms, and would benefit from developing their academic literacy, as indeed would home students
given an increasingly diverse student body in Irish higher education. Findings reveal a gap between academics expectations
and international students’ capabilities. Academic staff remained within the remit of the research in contrast to the 22 international
students who were interviewed. They did not separate the totality of their campus experience from academic literacy practices.
These ranged from uncertainty around writing in another language to a mismatch between diversity management in class and students’
own expectations. International students found difficulty to making friends on campus which could benefit their integration
into the academic literacy practices of their respective disciplines. Findings point towards a whole institution response
to student diversity which transcends traditional disciplinary boundaries. 相似文献
5.
This study examined the dispositions, experiences, and expectations of international students in a developing country to understand
the increasing phenomenon of reverse student flows and the role of the political economy in international student mobility.
Students’ dispositions, experiences and expectations—referred here collectively as “orientations”—served as the guiding framework
for this study. Data were drawn from survey responses from 279 international students at universities throughout Mexico and
analyzed to explore the orientations among students from Europe, Latin America and North America. Findings showed significant
differences among international students’ dispositions, experiences, and expectations by these geographical regions of origin.
In a broader context, this research addressed the important role of developing countries as not only senders but also receivers
of international students. This research also demonstrated the ways that the political economy shape the orientations of students
studying abroad. 相似文献
6.
In order to help students make well-informed choices, reliable college ranking systems with comparable information about higher education institutions worldwide have been welcomed by many students. Because traditional college rankings had many methodological problems, a new type of user-based ranking, called “personalized college ranking” started to develop in many nations in the late 1990s. In 2008, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), launched a ranking project called “College Navigator in Taiwan” which developed the first Asian student-based college search engine to provide local and international students with transparent information on Taiwan’s higher education institutions. The main objective of this paper, therefore, is to compare the rational, strategies and pathways for establishing personalized college rankings. In order to analyze the gap between students’ preferences and university presidents’concerns over ranking indicators, HEEACT’s “College Navigator in Taiwan” is adopted as a case study at the end of paper. 相似文献
7.
Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is
a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related
classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic
achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic
in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed
that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours
turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling
the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed. 相似文献
8.
An Exploration of the Readiness,Challenges and Expected Support for Their Overseas Study of Chinese Business and Management Programme Students 
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下载免费PDF全文 Chengbo Wang Xiaomei Li Xuan Ou James O'Kane Zhaofang Mao Wenquan Zhang 《Higher Education Quarterly》2015,69(4):314-341
Chinese students are the largest international student cohort in the higher education institutions of English‐speaking developed countries. The paper explores strategies to enhance the Chinese students' learning efficacy in overseas institutions. This research differs from other research focusing on international students already in English‐speaking institutions; it explores the readiness of potential Chinese international students before departure from China, their anticipated challenges for study abroad and expected support from host institutions and staff. Besides the insights of anticipated challenges and expected support, the key findings include: the majority of the sample students are financially ready for overseas study, however they are not fully ready on English language; students from the public institute in the study have a higher level of readiness for subject knowledge than their private institute's peers. The findings offer a guide, to both the English‐speaking institutions and their Chinese partners, on facilitating, teaching and preparing the Chinese students for a fruitful learning experience abroad and enhanced academic performance. 相似文献
9.
Quality assurance at a distance: international accreditation in Taiwan higher education 总被引：1，自引：0，他引：1
In response to the global competitiveness in higher education, the government, in recent years, has encouraged Taiwan colleges
and universities to seek international accreditation, which raises several questions, such as jurisdiction over national accreditation,
a single set of standards for local and global quality assurance, demand for the mutual recognition of review outcomes, etc.
With the looming pressures for change that international accreditation will likely pose on a Taiwan national framework of
quality assurance, multiple impacts on institutions and national accrediting agencies in Taiwan are now beginning to be increasingly
felt. Hence, this paper examines current academic international accreditation programs and institutions, recognizes Taiwan’s
accrediting organizations, and analyzes the challenges that institutions and national accrediting agencies are facing. 相似文献
10.
Although numerous studies have examined racial/ethnic inequalities in collegiate student outcomes, serious attention to disparities
in post-secondary student learning has emerged only recently. Using a national sample of 35,000 college seniors and 250 diverse
institutions from the Collegiate Learning Assessment, this study investigates the role of institutional characteristics in
promoting the development of higher-order cognitive skills and the equitable distribution of these skills by student racial/ethnic
background. Using three-level hierarchical linear models within an analysis of covariance framework, we find that the initial
academic gaps that separate African American students from their white peers widen even further during college. Although substantial
academic disparities exist between Hispanic and white students at both college entry and exit, Hispanic and white students
gain academic skills at statistically comparable rates. Importantly, racial/ethnic differences in cognitive development vary
across institutions partly as a function of institutional characteristics. In particular, even after accounting for a host
of student- and institution-level characteristics, African American/white and Hispanic/white inequalities are somewhat smaller
at colleges that enroll larger proportions of non-white students. However, these benefits of increased minority enrollments
are contingent upon the academic backgrounds of students’ peers, with academically weaker student enrollments in some cases
negating the benefits of increased racial/ethnic diversity. 相似文献
11.
Kelly Goodwin 《Journal of Further & Higher Education》2019,43(4):521-532
This article reports the findings from an institutional case study into the work placement experience of undergraduate international students studying at a UK-based university. Given the centrality and importance of the employability and internationalisation agendas in higher education, little published literature considers both and how they impact upon the work placement experience of international students. With past increases in international student recruitment numbers and the drive for students, regardless of their nationality, to gain work experience, there is a need for institutions to better understand work placement from the international students’ perspective. Findings revealed that challenges exist in finding and securing work placement, with critical themes emerging to include placement information, visa rules, culture differences, prior work experience, academic preparation for placement and academic writing ability. A support framework is proposed to assist institutions to consider how they could align their practices to meet international students’ work placement and employability needs. 相似文献
12.
Ketevan Mamiseishvili 《Higher Education》2012,64(1):1-17
The study used the data from the Beginning Postsecondary Students Longitudinal Study data set to observe the characteristics
of international students in their first-year in college and examine the factors that influenced their persistence in U.S.
postsecondary institutions. Results from logistic regression analysis revealed that GPA, degree plans, and academic integration
were positively related to persistence of international students, while remediation in English and social integration had
the negative effects on their persistence outcome. The results of the study signal the importance of encouraging collaboration
between offices of international student services and other academic departments or support services on campus. The retention
of international students should not be viewed as the responsibility of only international student advisors. Instead, it should
become a joint responsibility of faculty, academic advisors, English language program staff, and student affairs professionals
on campus. 相似文献
13.
Hi-bye friends and the herd instinct: international and home students in the creative arts 总被引：1，自引：0，他引：1
Silvia Sovic 《Higher Education》2009,58(6):747-761
The crucial role of social integration for the academic success of home students is a common theme in pedagogical research,
but for international students the emphasis has been much more on cultural factors and the challenges of transition. The findings
of the International Students’ Experience Project at the University of the Arts, London suggest that this is far from the
whole story. International students come to the UK precisely to make cosmopolitan friendships, but are held back—by language
and communication, but also, less obviously, by differences in age, qualifications, experience and expectations, and by the
need to adapt rapidly to an environment which is new in every sense. While home students surmount the challenges of social
integration with relative ease, international students thus need more support. By coming to understand the needs of these
students in all their complexity, institutions can play a key role in facilitating integration. 相似文献
14.
Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship. 相似文献
15.
Hanwei LI 《Frontiers of Education in China》2019,14(2):234
It has been recognized that international students studying in non-Anglophone countries face more challenges in integrating into local higher education institutions for a number of reasons, such as the local language barrier and cultural differences. This study aims to understand the challenges and coping strategies of academic integration in non-Anglophone countries from the students’ perceptive, taking Chinese students as an example and using a qualitative approach based on semi-structured interviews with 58 Chinese students in Germany and Finland. It shows that, despite learning environment differences between Finland and Germany, Chinese students face similar challenges, including individual ones, such as the mismatch between their academic background and learning requirements, or contextual ones, such as a lack of consideration for international students in the pedagogical approach and curriculum design adopted by the host higher education institutions. The results challenge the existing stereotype of Chinese students and present evidence of students’ resourcefulness in generating novel approaches to develop their learning capabilities. It also shows that traditional learning techniques may be used as pathways to achieving deep learning and understanding. 相似文献
16.
Shwu-yong Liou Huang 《Learning Environments Research》2012,15(3):363-378
This study investigated university students?? perceptions of their institutions?? learning environments, and related those perceptions to students?? academic aspirations and satisfaction with their universities. A sample of 12,423 juniors at 42 universities in Taiwan was used to confirm the validity and reliability of the instrument: CUEI-S. The study revealed diversity of students?? perceptions among specific aspects of the learning environment. Students responded more positively for student cohesion, library resources and administrative support, but less positively for student-faculty relations, student services, enhancement of their language abilities and emotional development. The majority of students had low academic aspirations but felt satisfied with their universities. The learning environment on campus was shown to play an important role both in students?? academic aspirations and in their general satisfaction, whether the individual student or the university was used as the unit of analysis. The relationship between faculty and students is the aspect that was most strongly associated with students?? academic aspirations. On the other hand, both adequate library resources and university support for student services were the key correlates of students?? general satisfaction at the individual student level. By identifying important relationships among variables, this study suggests initiatives for improving the learning environment at higher education institutions. 相似文献
17.
Academic dishonesty has been an important issue. However, only few researches had been done in Asian countries, especially
a nationwide study. A sample of 2,068 college students throughout Taiwan was selected and surveyed on four domains of academic
dishonesty, including: cheating on test, cheating on assignment, plagiarism, and falsifying documents. The major findings
of this study were: (1) the prevalence rate for all types of dishonesty behaviors among college students in Taiwan was 61.72%;
(2) the top five most practiced academic dishonesty behaviors in Taiwan are provided paper or assignment for another student,
gave prohibited help to others on their assignment, copied others’ assignments, passed answers to other students, and copied
from other students; (3) students’ attitudes correlated with behaviors in all four domains of academic dishonesty; (4) females
reported less acceptable to and behaved less academic dishonesty behaviors than males; and (5) freshmen had more dishonest
practices than other class ranks. 相似文献
18.
Mignonne Breier 《Higher Education》2010,60(6):657-670
While the role of financial considerations in higher education student dropout is being recognized increasingly, the dominant
international literature fails to reflect the extent of socio-economic deprivation among students in countries where many
people live below the poverty datum line. This article draws on a study of student retention and graduate destination at seven
HE institutions in South Africa, focusing on the University of the Western Cape which caters for a large proportion of impoverished
students. The study found many students left before completing a qualification because they were too poor to stay. A model
of student departure is presented which draws on the very influential work of Vincent Tinto but also allows for greater emphasis
than he did on students’ ability to pay (real or perceptual) and demarcates the times in the academic calendar when finances
present their greatest challenge to retention. The model also invites consideration of the national and international factors
which impact on the social/economic/political milieu in which students’ persist-or-depart decisions are made. 相似文献
19.
Angela Yung Chi Hou Robert Morse Chung-Lin Chiang Hui-Jung Chen 《Asia Pacific Education Review》2013,14(3):359-370
As the numbers of international students have grown, higher education institutions in Asia have offered a growing range of English medium instruction (EMI) degree programs. But Asian governments and higher education institutions have not thought deeply about how to ensure quality of English medium instruction degree programs. At the same time, their accreditors have not been fully aware of how to establish an external quality assurance mechanism to measure the quality of these programs. This study’s main purpose is to put the quality of the EMI degree programs of Taiwan higher education institutions into the perspective of the Taiwan’s institutions and one local Taiwan accreditor. With both qualitative and quantitative approaches, a survey targeting Taiwan’s colleges and universities and interviews of Higher Education Evaluation & Accreditation Council of Taiwan international reviewers and Asian higher education experts are used to examine the challenges of EMI implementation in Taiwan universities and the role of local accreditors playing in reviewing the English medium instruction degree programs. 相似文献
20.
College and university faculty and administrators are responsible for constructing academic honesty policies and communicating them to students. This is often attempted through institutional honesty policies and university-wide honor codes. While these approaches have been widely researched, less attention has been given to the role of individual faculty members. That role is examined in this study by addressing student reactions to professors based on their academic honesty policies. In addition to demographic information, data were gathered about student attitudes and beliefs concerning academic dishonesty and their decision to enroll in or avoid a course being taught by a professor with zero tolerance for academic dishonesty. The findings regarding different instructors’ approaches toward academic dishonesty indicate that an intolerant policy will keep dishonest students away, but at a price—it will also detract many honest students. 相似文献